PERSUASIVE ESSAY- Has The Internet Made People Less Kind?

PERSUASIVE ESSAY- Has the internet made people less kind?

Guidelines for Achievement A persuasive essay:

• begins with a concise statement of position on an issue that will interest the audience.

• presents its points clearly and logically.

• supports its position with valid evidence and logical arguments (facts, statistics, examples, reasons, expert opinions) and responsible appeals to emotion.

• addresses an audience whose views probably differ from the writer’s.

• anticipates opposing arguments.

• ends in a way that prompts readers to change their thinking or to take a certain course of action.

at lease 5 paragraph  see attachment for detail

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Research Paper

Red Bean Cake and Simple Recipe are the two stories I chose.

Draft is the draft from last time

MLA is the format for writing. (In MLA format)

Research Paper

Length: 1500 words

Requirements: Use at least 2 primary sources (2 of our stories) AND 2 secondary sources (from our library and/or its databases).

Research paper instructions

1.         Use these topics for the in-class essay (about 500 words).

2.         Do research on the topic of choice leading to an annotated bibliography

(See sample annotated bibliography on Moodle under “Introduction to Research”).

Make sure that the annotated bibliography includes 1 book secondary source, 1 article secondary source, and 1 on-line secondary source. The article secondary         source may be an on-line source from a library database, and you could end up with 2 on-line articles from the library databases.

3.         Prepare for the peer edit of the annotated bibliography, and hand in the annotated bibliography.

4.         Prepare for the peer edit of the research paper, and hand in the research paper.

Research paper topics

1. Identify the master and servant and examine their relationship in at least two stories

2. Discuss the use of violence in at least two stories.

3. Analyze the role of food in at least two stories/poems.

4. Consider the relationship between parent and child in at least two stories/poems.

5. Examine the role of gender and/or marriage in at least 2 stories.

6. Describe oppression and/or justice in at least 2 stories.

7. Create your own topic, but clear it with me first before you proceed.

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Draft of your Completed Narrated Presentation

This week you will submit a draft of your completed narrated presentation. The presentation should last at least 20 minutes and not more than 30 minutes. You may use PowerPoint to narrate your presentation or use a screen casting software to make a video.

Microsoft – Record a slide show with narration –

Microsoft – Rehearse and time the delivery of a presentation –

Due Date for Part 5: This submission is due during Week 6, with the final day of submission being the Tuesday of the sixth week (11:30pm ET). Please see the Course Schedule for the exact final due date for this submission.

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A t-Test: Directional and Nondirectional Hypotheses

Due March 25 at 11:59 PM

When computing a t-test, it is important to distinguish between directional and nondirectional hypotheses as the direction will determine the rejection regions. Describe how the rejection regions would differ according to the type of hypothesis you would use.

An insurance company asks you to determine whether older drivers are safer than younger ones. Provide a directional hypothesis related to this study. Then, explain how you would need to change the hypothesis so that it would be nondirectional. What happens to the rejection regions and why? Which of the two hypotheses do you think is more appropriate and why?

Justify your answers with appropriate reasoning and research from your textbook and course readings. Start reviewing and responding to at least two of your classmates as early in the week as possible. You can ask technical questions or respond generally to the overall experience. Be honest, clear, and concise. Always use constructive language, even in criticism, to work toward the goal of positive progress. Using questions and seeking clarifications are good ways to make your reviews substantive!

A t-Test

Due March 26 at 11:59 PM

A t-Test

For this assignment, use data from W1 Midweek Assignment.

Using Microsoft Excel and following the instructions given in your lecture, compute a one-sample t-test comparing the age of your sample to the age of the general population of college students in traditional on-ground universities. Assume the population mean is 21.

Move your Microsoft Excel output into a Microsoft Word document.

  1. Write 1 paragraph to explain how you located and determined the critical value of t, and how you determined whether your obtained t-statistic was significant.
  2. Write a 1-paragraph, APA-formatted interpretation of the results modeled on the example given in your lecture.

Submission Details:

  • Name your document SU_PSY2008_W6_A_Council_A
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12-Step Reaction Paper

Can someone type the following paper?

All students will be required to attend two addiction-related self-help groups (AA, NA, CA)- They can be attended virtually.

-They will write a brief paper describing their experiences and analyzing the approach based on a conceptual framework of the 12 step model.

-Each student will complete a 5 to 6 page paper.

-All papers should be formatted via APA guidelines and reflect assigned readings and relevant research literature. (It is important to not exceed the page number parameters; use one inch margins on all sides; follow current APA guidelines; use Times Roman 12pt font and utilize appropriate sentence structure and grammar to avoid deduction of points available for this assignment).

-You must utilize at least five (5) evidence based literature references.

Policy Paper

Social Policy Brief Outline:

Defining the Scope of the Social Problem: The purpose of this element of the brief is to convince the target audience that a current and urgent problem exists which requires them to take action. The context and importance of the problem is both the introductory and first building block of the brief. As such, it usually includes the following:

  • a description of the problem—
    • what is the problem
    • what is the definition of the social problem?
    • what is the scope/extent of the problem?
      • using statistics identify who the problem impacts, whether it disproportionately impacts one population,
    • who defines it as a problem?
    • what is the context of the problem?
      • how long it has been a problem?
      • what are underlying causes or factors related to the social problem?

Include only the essential facts that a decision maker “needs to know” to understand the context of the problem. Assume that you have been hired to filter through reams of information on behalf of a busy and sleep-deprived person. Be clear, precise, and succinct

Description Social Policy: The purpose of this section is to identify the policy/legislation that addresses the social problem.

  • identify the policy or legislation or pending policy/legislation
  • what are the policy objectives of the policy?
  • who supports or opposes the policies?

Implementation of Policy Options:

  • What is/are the social programs/initiatives implemented or proposed to be implemented as a result of the social policy?
  • Is/are the actual/proposed programs/initiatives effective?
  • What are strengths/limitations of the proposed/actual policy program/initiative?

Affected Populations:

  • Which workers/working families will be touched by the policy and proposed initiatives?
  • What might be the positive or unintended negative consequences of the policy?

Intended/Actual Impact:

  • What is/was the intended impact of the policy? How has it or will it affect workers/families?
  • Who was or is supposed to be affected by the policy?
  • How will or has the social problem change?
  • If you chose an established policy, have there been unintended consequences

Policy Summary: Briefly, summarize the social issue, the proposed legislation, and its actual or intended effects on workers and/or working families. End with a strong recommendation and why the policy is important to workplaces.

References. A minimum of 10 references is expected to support your research.

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SOCW 6520 Responses

SOCW 6520 WK 4 responses 

Respond to the blog post of three colleagues Has to be responded to separately and different responses in one or more of the following ways: Name first and references after every person

  • Validate      an idea in your colleague’s post with your own experience.
  • Share      an insight from having read your colleague’s posting.

Peer 1:

Sasha Ritchie – 

Field Instructors play a significant role in social work education since field education is considered the profession’s signature pedagogy (Bogo, 2015; Council on Social Work Education, 2008; Kanno & Koeske, 2010, cited in Cooper-Bolinskey & Ketner, 2016)). It is normal for students to have anxiety, low-confidence, and have uncertainty in fieldwork decision-making. The supervisor plays a critical role in the integration of learning and professional practice for students. According to Ketner et. al (2017) to strengthen the supervisory model, field directors must take, and be given, the lead in adopting and operationalizing field education as their signature pedagogy, including field instruction while students are engaging in field education. Social work field instruction, or supervision, has taken many forms over the years. Contemporarily, Marc, Makai-Dimeny and Oşvat (2014) referred to supervision as an interactional process in which a qualified supervisor is assigned or designated to assist and direct the practice of supervisees in defined learning or practice areas.

Social work leadership is most closely aligned with the model of transformational leadership, a style in which the leader identifies the needed change creates the vision for that change, inspires and guides others to work toward that change, and executes the change as a team (Corbett & Clark, n.d.). My field instructor’s leadership style is democratic leadership. Northouse (2021) explains that democratic leadership is shared leadership. My supervisors’ type of leadership style allows me to take a more participative role in the decision-making process. Though my supervisor does not have to meet with me every time when I complete my hours, he still arranges for us to speak at the end of the day when I am working for Infinity Hospice. We meet virtually to discuss our cases and problem-solving and concerns that may have arisen during my workday. Democratic leaders often provide more opportunities to participate, ideas are exchanged freely, and discussion is encouraged. While the democratic process tends to focus on group equality and the free flow of ideas, the leader of the group is still there to offer guidance and control (p. 55-77).


Corbett, B. & Clark, E.J., (n.d.) Social Work Leadership – What Is a Leader? Are You One? Can You Become One? The New Social Worker.,the%20change%20as%20a%20team.

Cooper-Bolinskey, D., & Ketner, M. (2016). Does type of supervision impact the quality of social work field education? International Journal of Education and Social Science, 3(7), 34-40. Retrieved from

Cooper-Bolinskey, D., & Ketner, M. VanCleave, D. (2017). The Meaning and Value of Supervision in Social Work Field Education. Simmons School of Social Work.

Council on Social Work Education. (2008). Educational policies and accreditation standards. Alexandria, VA: Council on Social Work Education.

Marc, C., Makai-Dimeny, J., & Oşvat, C. (2014). The social work supervisor: Skills, roles, responsibilities. Bulletin of the Transilvania University of Braşov, 7(1), 221-230. Retrieved from PDF/24_MARC,%20Makai,%20Osvat%201-2014.pdf

Northouse, P. G. (2021). Introduction to leadership: Concepts and practice (5th ed.). Washington, DC: Sage.

Peer 2:

Omoyinka Orekoya

An explanation of the role of supervision in your field education experience

Birkenmaier, & Berg-Weger,  (2018) define supervision within the social work field experience as the development and guidance given by a professional who has more skills, knowledge, and experience to a  person learning the skills. The supervision takes place in a practice setting, and it is integrated with some administrative, educational, and emotional support functions. There is also an instructor-student relationship implemented on a one-on-one and individualized teaching arrangement (Shulman, (2013), as cited  Birkenmaier, & Berg-Weger,  2018). Practicum supervision is described as an instructor- Intern relationship as distinct from employment supervision which is mainly to mentor the implementation of duties assigned (Birkenmaier, & Berg-Weger,  2018).

Supervision performs many roles and is not limited to allowing the intern to perform in the real-life situation in working with clients, the client system, community, and the governmental bodies depending on the placements. It allows the intern to gain some advice, and consultation, regarding professional development and care about the career, which may eventually lead to a lasting relationship beyond practicum experience, and play an important role in an intern’s professional growth and development (Hicks, (2011)as cited in Birkenmaier, & Berg-Weger, 2018). Supervision guides the agency field instructor in determining their teaching approach that will allow the intern to measure up to the learning agreement assigned by the institution. The intern will also have the opportunity to gain nontraditional social work experience, the perspectives of other disciplines, and interdisciplinary collaboration skills when interns are supervised by graduates from other disciplines. A major role of supervision is to guide the intern to demonstrate the social work program competencies according to the social work education CSWE (Birkenmaier, & Berg-Weger,  2018).

A description of your field instructor’s leadership style and an explanation of whether the

leadership style will promote your agency learning agreement during your field

education experience

According to Birkenmaier, & Berg-Weger,  (2018), the quality of the field experience is determined by the experience and skills of the field instructor. While there are different leadership styles, Bogo et, al,(2007), stated that field instructors should be guided by professional values of respecting diversity, focusing on strengths and empowerment, advocating for vulnerable individuals, and valuing relationships as avenues for growth and change (p.100). Northouse, (2008) also explains that personal leadership style is driven by personal leadership philosophy. My field instructor understands professional values, respect, and empowerment as defined by Bogo, et al (2007), takes much interest in directing, explaining, and allows the intern the opportunity to grow by practicing, and taking up real-life roles as professionals in handling clients’ cases. He is friendly, and approachable for clarity in duties assigned.


Birkenmaier, J., & Berg-Weger, M. (2018). The practicum companion for social work: Integrating class and fieldwork (4th ed.). New York, NY: Pearson.

Chapter 4, “Making the Most of Your Practicum Supervision” (pp. 79-95)

Bogo, M., Regehr, C., Power, R., & Regehr, G. (2007). When values collide: Field instructors’ experiences of providing feedback and evaluating competence. The Clinical Supervisor, 26, 99

Northouse, P. G. (2008). Introduction to leadership: Concepts and practice (4th ed.). Washington,

DC: Sage.

Peer 3:

Audri Kaufman

An explanation of the role of supervision in your field education experience

The primary focus of supervision during field education is to build on the teacher-learner relationship between the supervisor and the student and ensure the professional and personal development of the student (Birkenmaier & Berg-Weger, 2018). Supervision during field practicum is really about self-reflection, learning, and challenging any adverse reactions that come up for the student in regards to client interactions or situations. Field supervisors provide the student with tasks and/or shaddowing opportunities to learn from seasoned staff. Supervision is all about debriefing about the experiences learned while completing assigned tasks, interacting with clients, and discussing what was learned from any shadowing experiences. The supervisor plays a fundamental role in the learning process of the student which is why  supervision is so important; it allows for that uninterrupted, one-on-one time between student and supervisor to maximize the learning experience of the student.

A description of your field instructor’s leadership style and an explanation of whether the leadership style will promote your agency learning agreement during your field education experience

The leadership style of my field supervisor is more democratic. According to Northouse (2021), democratic leaders view their followers as capable of self-direction and therefore, provide counsel and support rather than exerting excessive control. My supervisor at Valley’s Best Hospice so far has been very supportive to me; allowing me the talking space to share about my learning process.  Our conversations have ranged from direct patient work to big picture/macro systems of care. Learning from my field supervisor and his 20+ years of experience has been very inspiring for. What I appreciate most from my field supervisor is that our relationship feels to me more along the lines of a coach/mentorship.  I appreciate the trust and flexibility he provides me throughout my learning process so far. It is about finding the right fit so that the student feels comfortable to come to their field supervisor with questions and/or to process a challenging case.  Strict, controlling, authoritarian supervisorial styles do not work well with my style of learning. Therefore, I am grateful that I have a field supervisor that creates a work environment that is conducive to learning and will promote the satisfying of the competencies that make up my learning agreement.



Birkenmaier, J., & Berg-Weger, M. (2018). The practicum companion for social work: Integrating class and fieldwork (4th ed.). New York, NY: Pearson.

Northouse, P. G. (2021). Introduction to leadership: Concepts and practice (5th ed.). Washington, DC: Sage.

Preparing For Treatment – TV Families

Please use Attachment Theory.. VIdeo Url is below

Step 2: Identify one (1) theory/therapeutic model that was presented in Modules 3 or 4 that you believe would be ideal to use a “treatment model” for an identified issue with the family in the video clip that you have selected.

Step 3: Post a discussion that provides the following information:

(a) indicate the video you selected;

(b) include a brief summary/description of the theory/therapeutic model, to include who is well known with regard to development of the theory/model (e.g., John Bowlby);

(c) describe the identified issue and why you believe this treatment model would be ideal to use for an identified issue with the family on the clip; and

(d) then, include a specific example from that highlights how the treatment model that you have selected would be ideal to use with the family’s identified issue.

  • This selected treatment model must be based on: (1) a reading in your textbook, (2) an article listed in module 3 or 4, or (3) a video listed in module 3 or 4.
  • Be sure to cite with the author(s), year, and page number(s) or minute mark(s) when citing the treatment model.

Step 4: Once you post, review and respond to at least one other person in the class with a meaningful/thoughtful response. 


For example:

  • You might identify an aspect of communication as an issue with one of the family’s in the clip.
  • In the discussion posting, you would indicate which clip you chose AND that you see communication is the identified issue.
  • You would then elaborate on why communication is an issue an how you see that it impacts the family (clear example of how the issue impacts the family).
  • Next, you would identify a treatment model presented in module 3 or 4 that you believe would be best to use to begin to address the issue with the family as well as who is well known for developing the theory, and why that theory would be best (with a description of the model that includes citations/references).
  • You would also locate a specific example in an article, textbook, or video related to the model (for instance, communication/experiential information that demonstrates how the model was effective, and, therefore, might translate as being effective or promising with the family in the video clip).
  • Be sure to give clear information on why that theory would be best, based on your understanding of the model – use citations to support your claim!
  • Then, you thoughtfully respond to another person in the course.


Note: this discussion posting is designed to help prepare your thinking regarding the Family Treatment Paper. In that regard, this discussion post serves as a type of practice to help you prepare for the family treatment paper.

Video chosen:  below

Choose attachment theory to discuss

Critical Book Review


• The student will write a 7.5–8 page critical review of Jesus According to the New Testament by

James D. G. Dunn. Your goal in reviewing this book is to provide a brief summary and careful

evaluation. A good review should include the following components:

1. Identify the purpose and overall structure of the book;

2. Briefly explain some of the main points of the book. Explain how the book addresses New

Testament issues and differing perspectives of the historical Jesus;

3. Briefly evaluate the clarity and organization of the book; and

4. Evaluate whether this book has provided insight into the subject and achieved its stated

purpose. Does the author satisfy my curiosity about the subject with the questions he raises

and the answers he gives to them? Is the author’s research sound and has it drawn valid

conclusions? Does the author use primary sources? Is the author consistent and logical? Do

biases (and be sure to realize that you, the reader, also have biases) influence the author’s conclusions? Be sure to critically evaluate the book, giving specific examples from the book

and a detailed argument substantiated from primary resources (New Testament itself).

Format for Critical Book Review: Double-spaced, 1-inch margins, Times New Roman 12-point font.

Submissions must be Microsoft Word documents only. The choice of formatting style (e.g., SBL, APA,

MLA, Turabian) is at the student’s discretion, so long as there is consistency. Use inclusive language.

The title page must contain the following: title; student’s name, email address, course name and

number. It is the student’s responsibility to ensure that the instructor receives an electronic submission of the research paper correctly uploaded to Moodle.

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